few_shots: Example:
Problem/activity:
Task
Cruz and Erica were both getting ready for soccer.
Cruz ran 1 lap around the school.
Erica ran 3 laps around the playground.
Erica said,
I ran more laps, so I ran farther.
Cruz said,
4 laps around the school is 1 mile, but it takes 12 laps around the playground to go 1 mile. My laps are much longer, so I ran farther.
Who is right? Draw a picture to help you explain your answer.


Standard options: 
A. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.


Thought: This task asks students to compare two fractions that are equal. The two fractions have different numerators and denominators (e.g. 1/4 and 3/12). The students need to explain why the two fractions are equal by drawing a picture, which involves using visual fraction models.
Answer: A, B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_task_000212

4
options: Understand a fraction as a number on the number line; represent fractions on a number line diagram.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.

Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
problem_activity: Narrative
The purpose of this activity is for students to determine how a number line is partitioned and what fraction is marked on it with only 0, 1, and 2 labeled. Students partition and locate and mark, but don’t label, a fraction on a number line and then trade with a partner to determine the fraction their partner has marked. Remind students to mark, but not to label their partitions and their fraction, so that their partner only has the 0, 1, and 2 to use to determine what fraction is on their number line.
Launch
Groups of 2
“Complete the first part of the activity on your own. Partition the number line and mark, but don’t label, a fraction on the number line. Don’t tell your partner how you are partitioning or what number you are marking.”
2 minutes: independent work time
Activity
“Now, trade number lines with your partner and answer the questions about their number line. When you are both finished, share your reasoning”
1–2 minutes: independent work time
1–2 minutes: partner work time
Student Facing
Partition the number line into any number of equal-size parts. Locate and mark, but don’t label, a fraction of your choice.
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Trade number lines with a partner.
How did your partner partition their number line?
What number did your partner mark on their number line? Explain your reasoning.
If you have time, play the game again.
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Student Response
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Activity Synthesis
Display a number line partitioned by a student.
“Talk to your partner about what fraction is represented.”
Share and record responses.
Consider asking:
“How did you decide how to partition your number line and what fraction you’d put on your number line?”
“How did you decide how your partner’s number line was partitioned and decide what fraction was marked?”


correct_option_index: 0